Workshop: Ideas and tools for your teaching | October 23rd 2025

Why this workshop?

Generative AI tools like ChatGPT and similar systems are rapidly transforming the landscape of higher education assessment and examinations. While they open exciting possibilities for learning support, they also challenge the formulation of our current exam questions and formats. Many existing questions—once thought to reliably measure knowledge and skills—are now easily answered by AI, potentially undermining academic integrity and distorting intended learning outcomes.

This workshop is for educators at KU SCIENCE that want to assess, reflect, discuss with peers and make changes that will increase the robustness of existing exam questions—designing assessments that not only survive in the current climate but also encouraging deeper learning and authentic demonstration of student understanding.

What will you gain?

• Understand the implications of generative AI on assessment validity and integrity.
• Identify which question types and formats are most vulnerable to AI-generated responses.
• Evaluate your current exam practices through the lens of AI influence.
• Design and revise exam questions to promote higher-order thinking and meta-cognitive skills.
• Collaborate with peers to create adaptable, discipline-specific templates for resilient assessments.
• Leave with a tested set of practical guidelines and ready-to-use question examples tailored to your teaching context.

Teachers

Rasmus Fløe Mølbak and Dale James Foley, consultants Education Frederiksberg+

Feedback is consistently identified as a key need in KU student surveys, with students frequently requesting more of it. How can we as teachers identify what kind of feedback they are requesting? And how can we meet this need without adding more work to our already busy teaching schedules?

In this workshop, we will examine research findings on feedback and collectively investigate how to support meaningful feedback encounters for learning. We will revisit our common practices and hopefully enhance our feedback design for learning. We will work within the framework of formal, elicited, and incidental feedback concepts. We will explore feedback as something beyond mere information transfer - examining it as a social, emotional, and contextual process using concepts such as high-low control and high-low self-exposure, considering how we can provide students with pathways to support their motivation and learning.

What you will gain:

• Understanding of feedback as more than information exchange
• Consideration of social, emotional, and contextual aspects when engaging in feedback
• Skills to design feedback loops and enable students to become feedback literate

Teacher

Lotte Ebsen Sjøstedt, Teaching Associate Professor, IND

Are you wondering how you can support the students’ well-being in your teaching? And do you struggle finding the balance between meeting the students’ demands and owning your own classroom? Join this workshop to get more insight into:

• How tendencies in time affect the new generations of university students – and thereby your classroom
• The concept of well-being – in general, and at UCPH
• A few points on data and research on well-being

During the workshop, you will get inspiration and perspectives on how to

• balance the student’s demands with your approach to teaching and learning.
• continue to work with well-being in your classroom to support good student life for your students.

Teachers

Line Ellemann-Jensen and Marie Brogaard,  special consultants at Education Frederiksberg+

Research-based teaching is often described as a key principle of the university. The combination of research and teaching into one institution is what distinguishes the university from other institutions that either do research or teach. But what does research-based teaching actually mean, what is needed for research-based teaching to take place, and how do you translate it into your own teaching practice? In this workshop, we will delve into the glossy principles and messy practices of research-based teaching and discuss the advantages and pitfalls of different ways of integrating research in your teaching.

Teacher

Marie Larsen Ryberg, Assistant Professor, IND

Interactive workshop with active participation! Participants will collaborate to build their own case-teaching guide using pedagogical and cognitive theoretical concepts.

Active learning significantly improves student learning compared to lecturing. This is, of course, no surprise. Research further suggests that case-based learning is particularly effective in healthcare education, where students connect theory with practice and develop clinical reasoning skills. Studies demonstrate that case-based learning enhances both self-learning abilities and practical diagnostic skills in clinical settings. But what is good case-based teaching?

What will you gain?

• Evidence-based methods for designing and facilitating cases that create deeper learning
• Practical frameworks like the 6F model for structuring teaching sessions
• Hands-on experience developing authentic, relevant cases from your own clinical practice
• Strategies for managing common challenges like student resistance and balancing scaffolding

What we will cover:

• From deductive to inductive learning - how cases flip traditional teaching
• Designing effective cases: Authentic, knowledge-constructing, and facilitating
• Practical application of the Danish 6F model (Forudsætning, Fang, Forsk, Forklar, Forlæng, Feedback. In English: Prerequisites, Engage, Explore, Explain, Extend, Feedback)
• Integrating practice-based activities in clinical teaching
• Overcoming challenges and student resistance

Who are you?

Clinical educators, supervisors, and training coordinators in healthcare education.

Teacher

Lars Klingenberg, senior consultant, IND